After a cluster teacher only day and a follow up senior staff meeting we created essence statements for 3 of the curriculum areas. See below. Further discussion was had with whole staff and senior staff on theset up and framework of possible curriculums- Context V content. These discussions are on going.
Science Essence Statement
Science is a way of investigating, understanding and explaining our natural, physical world and the wider universe through the use of a scientific process.
(NZ Curriculum Page 28)
Ways of Working in Science
For children to gain a deeper understanding of Science they will be encouraged to work in the following ways:
Observe
Hypothesise
Trial
Test / Investigate
Explain and communicate understandings
Evaluate
Report based on evidence
Science Specific Skills
Through the use of a scientific process the students will develop the following skills:
Questioning
Predicting
Observing
Developing a fair test
Using equipment and materials correctly and safely
Understanding and finding variables
Measuring
Recording and reading (Diagrams, graphs, tables)
Constructing a model
Scientific Language:
During any science unit teachers and students will be using a variety of science specific language across all levels of the school. The following is a simplified list of such science specific language.
At West Gore School we have identified areas of essential knowledge in Science. Therefore we place particular emphasis on ensuring all students have exposure to and experiences in the following contexts: § Physical World
o Electricity
o Forces
o Energy
o Magnets
o Sound
o Light
§ Planet Earth & Beyond
o Solar System
o Day and Night
§ Living World
o Growth Cycles
o Habitat
o Ecology
o Conservation
o Water
o Fire
§ Material World
o Changing properties (Heating & cooling, floating & sinking)
o Atoms & Materials
Local Contexts & Issues:
At West Gore School we would like to make use of the local environment and local issues which can provide realistic, rich and meaningful contexts for our students to explore through Science.
We have identified the following contexts and issues as of significant importance to our school community:
Contexts Issues
Manapouri Power Stations / Electricity
Fiordland Conservation / Ecology
Caitlins Conservation / Ecology
Mataura River How clean are our streams? River Study
Gore Dump Recycling
Waimumu Coal Mining
Southland Observatory Solar System / Astronomy
Gore area Dairy Farming
Dolamore Park Bush Study
Social Science Essence Statement
The Social Sciences are about people and how they work together in society and participate as critical, active, informed, and responsible citizens. Contexts are drawn from the past, present, and future and from places within and beyond New Zealand.
(NZ Curriculum Page 30)
Ways of Working in Social Science
For children to gain a deeper understanding of Social Science they will be encouraged to work in the following ways:
Ask questions
Acknowledge different perspectives
Engage through personal stories
Develop relationships
Compare and contrast
Make informed decisions
Analyse their own behaviour
Take personal responsibility
Communicate
Social Science Specific Skills
Through the use of a social decision making process and values exploration the students will develop the following skills:
Developing deep questions
Work towards a consensus
Interview
Debate
Explore and express own view point
Identify and understand others points of view
Develop empathy
Create timelines, graphs, tables and diagrams to present information
Read and interpret maps
Develop co-operative skills
Reflect
Evaluate
Critique
Goal Set
Please also refer to the Social Studies in the NZ Curriculum document page 19 Essential Skills for a comprehensive list of the skills and processes in this learning area.
Social Science Language:
During any social science unit teachers and students will be using a variety of specific language across all levels of the school. The following is a simplified list of such social science specific language.
At West Gore School we have identified areas of essential knowledge in the Social Sciences. Therefore we place particular emphasis on ensuring all students have exposure to and experiences in the following contexts:
Identity, Culture, and Organisation
The Treaty of Waitangi
Cultural Diversity
Democracy and electoral systems
Place and Environment
The location and significance of natural and physical features
Community and belonging (Gore, Southland, South Island…)
Continuity and Change
Significant events in New Zealand’s history (including the relevance of specific public holidays e.g. ANZAC Day, Labour Day, etc)
Significant international events and New Zealand’s participation
The Economic World
Consumption and production
Economic systems
Global economies
The social inquiry approach
Students can…
Ask questions, gather information and ideas and examine relevant current issues
Explore and analyse people’s values and perspectives
Consider the ways in which people make decisions and participate in social action
Reflect on and evaluate the understandings they have developed and the responses that may be required
Please also refer to the Social Studies in the NZ Curriculum document page 23 Essential Learning for a greater summary of the knowledge and understandings students should develop about New Zealand society.
Local Contexts & Issues:
At West Gore School we would like to make use of the local environment and local issues which can provide realistic, rich and meaningful contexts for our students to explore through Science.
We have identified the following contexts and issues as of significant importance to our school community:
Contexts Issues
Manapouri Power Stations / Electricity
Fiordland Conservation / Ecology
Caitlins Conservation / Ecology
Mataura River How clean are our streams? River Study
Gore Dump Recycling
Waimumu Coal Mining
Southland Observatory Solar System / Astronomy
Gore area Dairy Farming
Dolamore Park Bush Study
Technology Essence Statement
Technology is about any product or process that man has developed to better meet human needs. Technology is design, innovation, enterprise critical and creative thinking.
“Technology is intervention by design: the use of practical and intellectual resources to develop products and systems (technological outcomes) that expand human possibilities by addressing needs and realising opportunities.”
(NZ Curriculum Page 32)
Ways of Working in Technology
For children to gain a deeper understanding of Technology they will be encouraged to work in the following ways:
Describe and articulate a problem, issue or need
Question
Problem Solve
Design
Plan
Reflect
Critique
Model
Trial and error
Ask an expert
Produce
Clarify
Evaluate
Future proof
Market / Advertise
Think creatively and critically
Explore ethical issues
Technology Specific Skills
Through the use of a technological process the students will develop the following skills:
Questioning
Analysing
Reflecting
Evaluating e.g. PMI
Develop a fair test
Draw plans, flow charts, diagrams
Understand materials and their properties
Design a brief
Risk Taking
Measurement
Adapting
Safety Skills
Decision making
Predicting
Modifying
ICT skills (tools)
Communication
Perseverance
Thinking
Innovation
Technological Language:
During any Technology unit teachers and students will be using a variety of specific language across all levels of the school. The following is a simplified list of such technology specific language.
Need, Brief, Design, Trial and Error, Adapt, Reflect, Solutions, Innovation, Comparison, Enterprise, Develop, Ethics, Technology, Impact, Marketing, Predict, Modify, Invention, Proto-type, Cost-Effectiveness, Process, Product, Cause and Effect, Consumer
Essential Knowledge
At West Gore School we have identified areas of essential knowledge in Technology. Therefore we place particular emphasis on ensuring all students have exposure to and experiences in the following:
Understanding and using the technological process
Understanding the properties of materials and how they work
Cause and effect
Economics
Production
Safety
Marketing and Advertising
Please also refer to the Technology in the NZ Curriculum document page ?
Local Contexts & Issues:
At West Gore School we would like to make use of the local environment and local issues which can provide realistic, rich and meaningful contexts for our students to explore through Technology.
We have identified the following contexts and issues as of significant importance to our school community:
Local Field Days
Technology Challenges
Local farm industries and the rural community for innovative ideas and new technology
Dairy farming
Engineering firms – Donalds Engineering
No. 8 Wire – website
Museum
Burt Munro
Principles
The learning area of technology provides a useful vehicle for students to discuss and look into the “future by exploring such significant future-focused issues as sustainability, citizenship, enterprise, and globalisation” (NZ Curriculum page 9).
Values and Beliefs
In follow up to a senior staff day with Juila Aitkin further development on a MU diagram were made. The paragragh below shows staff reflection on this from meeting minutes.
The Mu diagram was used in a whole staff planning meeting to develop our terms topic based on our motto and values- Our place to grow- Self worth, Community and Growth.
Reflection on Values & Beliefs Unit T1 - T2 2010 · All the work the staff, students and parents have put into designing the values and beliefs has now been condensed and captured in smaller phrases (show what Jenny has produced). We did some of this as a staff and with Julia Aitkin. What we must do now is not lose all of the essence of what was first created so it is embedded all of those concepts and words that began this whole process. Even though they might not be in the final words does not mean it is not important. · The Key Competencies, Values and Beliefs are all one in this unit and we need to make this a living and breathing document other wise it means nothing. We have to believe and value these things as a staff because we have to model this and teach through this way. · We have to get this part right so we can continue to add to this and it becomes just part of what it is like to be a teacher, student and parent of West Gore School. · Broken down into three key areas which most of you would have seen some stage at the end of last year- we believe in ourselves, we are growing as learners, we belong to this community ………..so we believe in respect, happiness, responsibility, success, creativity, resilience, collaboration and diversity. · We are now trying to get children to see and know that this is what we all value and why we value it but most importantly connecting our values with our actions · From here making a Mu Dictionary to help plan the first topic for the term.
Here is an example of one of the planning documents putting teacher activities for the senior school on the MU. Other plans were made in other areas of the school. The photo didnt come out well but shows postits with teachers ideas in different areas. there were 4 quadrents to the Mu.
The table below shows how we have clearly identified our values after all the discussions.
Draft
West Gore School Our Place to Grow
Text Box: Respect Happiness Responsibility Success Creativity Resilience Collaboration Diversity
We value… We Believe… Resulting in…3
· Self Worth We believe in ourselves.
…everyone has the right to develop self worth. …self worth is developed through interactions. …in creating an environment where it is safe to become a motivated, confident risk taker. …that with a sense of self worth you will affirm others.
… confidence … a curriculum targeted to learning needs … the understanding that mistakes are part of learning … respectful communication
· Growth We are growing as learners.
…the learner will develop a sense of responsibility to manage themselves and their learning …the learner will set goals and strive to succeed …learner driven learning will engage and empower the learner …children will make sense of their world through new experiences. …children will develop insights and concepts to use in life to continue to learn.
…an understanding of how we learn …thinking creatively, reflectively and critically. …active seekers, users and creators of knowledge …informed decision makers …literate and numerate learners …the use of a wide variety of communication tools
· Community We belong to this community.
…in a partnership/link between home and school. …in mutual, shared responsibility towards the child’s learning … that a connection with others and our wider community is important.
…parents and teachers valuing each others contributions towards children’s growth. … a collective responsibility for the learner and learning. …a pride in our school and community …a pride in our environment .. caring for and connecting with others
Below is an example of a planning unit developed for all curriculum areas which leaves room to focus on key comps, tech and our values.
Unit Plan:
Term: Duration:
Self Worth: We believe in ourselves. Growth: We are growing as learners. Community: We belong to this community.
Key Concepts:
What is the enduring understanding? (Essential Knowledge)
Learning Intentions:
Success Criteria:
Assessment: Purposeful assessment that allows us to identify the desired result. What is worthy of assessing? Determine the appropriate evidence. What evidence will show us the students learning?
Achievement Objectives:
Teaching and Learning Sequence:What learning experience + teaching will promote understanding, interest and excellence?
Key Competencies:
Thinking Skills:
ICT Tools:
Key Competencies:
Thinking Skills:
ICT Tools:
Staff have then gone onto implementing the values into their class aiming for a deep understanding and a school that lives and breaths the values. There have been a wealth of teaching ideas here are a sample some of the types of activities being done.
These show slides from a powerpoint about community. The children used photos, video, art work , song, drama, recorded sound and ideas to create a powerpoint which they felt represented community.
After a cluster teacher only day and a follow up senior staff meeting we created essence statements for 3 of the curriculum areas. See below. Further discussion was had with whole staff and senior staff on theset up and framework of possible curriculums- Context V content. These discussions are on going.
Science Essence Statement
Science is a way of investigating, understanding and explaining our natural, physical world and the wider universe through the use of a scientific process.(NZ Curriculum Page 28)
Ways of Working in Science
For children to gain a deeper understanding of Science they will be encouraged to work in the following ways:Science Specific Skills
Through the use of a scientific process the students will develop the following skills:Scientific Language:
During any science unit teachers and students will be using a variety of science specific language across all levels of the school. The following is a simplified list of such science specific language.Observe, Predict, Hypothesise, Fair Test, Trial, Investigate, Measure, Evaluate, Compare, Variables, Communicate, Findings, Models, Data, Explore, Experiment, Results, Process, Justify, Data, Analyse, Method, Results
Essential Knowledge
At West Gore School we have identified areas of essential knowledge in Science. Therefore we place particular emphasis on ensuring all students have exposure to and experiences in the following contexts:§ Physical World
o Electricity
o Forces
o Energy
o Magnets
o Sound
o Light
§ Planet Earth & Beyond
o Solar System
o Day and Night
§ Living World
o Growth Cycles
o Habitat
o Ecology
o Conservation
o Water
o Fire
§ Material World
o Changing properties (Heating & cooling, floating & sinking)
o Atoms & Materials
Local Contexts & Issues:
At West Gore School we would like to make use of the local environment and local issues which can provide realistic, rich and meaningful contexts for our students to explore through Science.We have identified the following contexts and issues as of significant importance to our school community:
Contexts Issues
Manapouri Power Stations / Electricity
Fiordland Conservation / Ecology
Caitlins Conservation / Ecology
Mataura River How clean are our streams? River Study
Gore Dump Recycling
Waimumu Coal Mining
Southland Observatory Solar System / Astronomy
Gore area Dairy Farming
Dolamore Park Bush Study
Social Science Essence Statement
The Social Sciences are about people and how they work together in society and participate as critical, active, informed, and responsible citizens. Contexts are drawn from the past, present, and future and from places within and beyond New Zealand.(NZ Curriculum Page 30)
Ways of Working in Social Science
For children to gain a deeper understanding of Social Science they will be encouraged to work in the following ways:Social Science Specific Skills
Through the use of a social decision making process and values exploration the students will develop the following skills:Please also refer to the Social Studies in the NZ Curriculum document page 19 Essential Skills for a comprehensive list of the skills and processes in this learning area.
Social Science Language:
During any social science unit teachers and students will be using a variety of specific language across all levels of the school. The following is a simplified list of such social science specific language.Citizenship, Empathy, Responsibility, Diversity, Enterprise, Globalisation, Perspective, Impact, Culture, Identity, Community, Geography, Consensus, Economics, History, Democracy
Essential Knowledge
At West Gore School we have identified areas of essential knowledge in the Social Sciences. Therefore we place particular emphasis on ensuring all students have exposure to and experiences in the following contexts:Identity, Culture, and Organisation
Place and Environment
Continuity and Change
The Economic World
The social inquiry approach
Please also refer to the Social Studies in the NZ Curriculum document page 23 Essential Learning for a greater summary of the knowledge and understandings students should develop about New Zealand society.
Local Contexts & Issues:
At West Gore School we would like to make use of the local environment and local issues which can provide realistic, rich and meaningful contexts for our students to explore through Science.We have identified the following contexts and issues as of significant importance to our school community:
Contexts Issues
Manapouri Power Stations / Electricity
Fiordland Conservation / Ecology
Caitlins Conservation / Ecology
Mataura River How clean are our streams? River Study
Gore Dump Recycling
Waimumu Coal Mining
Southland Observatory Solar System / Astronomy
Gore area Dairy Farming
Dolamore Park Bush Study
Technology Essence Statement
Technology is about any product or process that man has developed to better meet human needs. Technology is design, innovation, enterprise critical and creative thinking.“Technology is intervention by design: the use of practical and intellectual resources to develop products and systems (technological outcomes) that expand human possibilities by addressing needs and realising opportunities.”
(NZ Curriculum Page 32)
Ways of Working in Technology
For children to gain a deeper understanding of Technology they will be encouraged to work in the following ways:Technology Specific Skills
Through the use of a technological process the students will develop the following skills:Technological Language:
During any Technology unit teachers and students will be using a variety of specific language across all levels of the school. The following is a simplified list of such technology specific language.Need, Brief, Design, Trial and Error, Adapt, Reflect, Solutions, Innovation, Comparison, Enterprise, Develop, Ethics, Technology, Impact, Marketing, Predict, Modify, Invention, Proto-type, Cost-Effectiveness, Process, Product, Cause and Effect, Consumer
Essential Knowledge
At West Gore School we have identified areas of essential knowledge in Technology. Therefore we place particular emphasis on ensuring all students have exposure to and experiences in the following:Please also refer to the Technology in the NZ Curriculum document page ?
Local Contexts & Issues:
At West Gore School we would like to make use of the local environment and local issues which can provide realistic, rich and meaningful contexts for our students to explore through Technology.We have identified the following contexts and issues as of significant importance to our school community:
Principles
The learning area of technology provides a useful vehicle for students to discuss and look into the “future by exploring such significant future-focused issues as sustainability, citizenship, enterprise, and globalisation” (NZ Curriculum page 9).Values and Beliefs
In follow up to a senior staff day with Juila Aitkin further development on a MU diagram were made. The paragragh below shows staff reflection on this from meeting minutes.
The Mu diagram was used in a whole staff planning meeting to develop our terms topic based on our motto and values- Our place to grow- Self worth, Community and Growth.
Reflection on Values & Beliefs Unit T1 - T2 2010
· All the work the staff, students and parents have put into designing the values and beliefs has now been condensed and captured in smaller phrases (show what Jenny has produced). We did some of this as a staff and with Julia Aitkin. What we must do now is not lose all of the essence of what was first created so it is embedded all of those concepts and words that began this whole process. Even though they might not be in the final words does not mean it is not important.
· The Key Competencies, Values and Beliefs are all one in this unit and we need to make this a living and breathing document other wise it means nothing. We have to believe and value these things as a staff because we have to model this and teach through this way.
· We have to get this part right so we can continue to add to this and it becomes just part of what it is like to be a teacher, student and parent of West Gore School.
· Broken down into three key areas which most of you would have seen some stage at the end of last year- we believe in ourselves, we are growing as learners, we belong to this community ………..so we believe in respect, happiness, responsibility, success, creativity, resilience, collaboration and diversity.
· We are now trying to get children to see and know that this is what we all value and why we value it but most importantly connecting our values with our actions
· From here making a Mu Dictionary to help plan the first topic for the term.
Here is an example of one of the planning documents putting teacher activities for the senior school on the MU. Other plans were made in other areas of the school.
The table below shows how we have clearly identified our values after all the discussions.
Our Place to Grow
We believe in ourselves.
…self worth is developed through interactions.
…in creating an environment where it is safe to become a motivated, confident risk taker.
…that with a sense of self worth you will affirm others.
… a curriculum targeted to learning needs
… the understanding that mistakes are part of learning
… respectful communication
We are growing as learners.
…the learner will set goals and strive to succeed
…learner driven learning will engage and empower the learner
…children will make sense of their world through new experiences.
…children will develop insights and concepts to use in life to continue to learn.
…thinking creatively, reflectively and critically.
…active seekers, users and creators of knowledge
…informed decision makers
…literate and numerate learners
…the use of a wide variety of communication tools
We belong to this community.
…in mutual, shared responsibility towards the child’s learning
… that a connection with others and our wider community is important.
… a collective responsibility for the learner and learning.
…a pride in our school and community
…a pride in our environment
.. caring for and connecting with others
Respect Happiness Responsibility Success Creativity Resilience Collaboration Diversity
Below is an example of a planning unit developed for all curriculum areas which leaves room to focus on key comps, tech and our values.
Staff have then gone onto implementing the values into their class aiming for a deep understanding and a school that lives and breaths the values. There have been a wealth of teaching ideas here are a sample some of the types of activities being done.
Shields that represent self worth with audio to show childrens understanding of what it is like to have positive self worth. http://westgoreschoolroom8.wikispaces.com/Self+Worth
http://westgoreschoolroom16.wikispaces.com/Our+Values this link shows a class treaty to represent the values.